Writing across contexts: Relationships between doctoral writing and workplace writing beyond the academy

References

• Ansong, C. M., & Forsberg, L. L. (1990). Moving beyond the academic community: Transitional stages in professional writing. Written Communication, 7(2), 200–231. https://doi.org/10.1177/0741088390007002002
   Web of Science ®Google Scholar
• Bryan, B., & Guccione, K. (2018). Was it worth it? A qualitative exploration into graduate perceptions of doctoral value. Higher Education Research & Development, 37(6), 1124–1140. https://doi.org/10.1080/07294360.2018.1479378
   Web of Science ®Google Scholar
• Castello, M., Inesta, A., & Corcelles, M. (2013). Learning to write a research article: PhD students’ transitions towards disciplinary writing regulation. Research in the Teaching of English, 47(4), 442–477. http://www.jstor.org/stable/24397847
   Web of Science ®Google Scholar
• Cayley, R. (2020). Understanding supervisory practices: Commonalities and differences in ways of working with doctoral writers. Canadian Journal for Studies in Discourse and Writing/Rédactologie, 30, 1–8. https://doi.org/10.31468/cjsdwr.775
   Google Scholar
• Diamond, A., Ball, C., Vorley, T., Hughes, T., Moreton, R., Howe, P., & Nathwani, T. (2014). The impact of doctoral careers. CFE Research.
   Google Scholar
• Etmanski, B. (2019). The prospective shift away from academic career aspirations. Higher Education, 77(2), 343–358. https://doi.org/10.1007/s10734-018-0278-6
   Web of Science ®Google Scholar
• Freadman, A. (1987). Anyone for tennis? In I. Reid (Ed.), The place of genre in learning: current debates (pp. 91–124). Deakin University.
   Google Scholar
• Freedman, A., & Adam, C. (1996). Learning to write professionally: ‘Situated learning’ and the transition from university to professional discourse. Journal of Business and Technical Communication, 10(4), 395–427. https://doi.org/10.1177/1050651996010004001
   Web of Science ®Google Scholar
• Guerin, C. (2020). Stories of moving on: HASS PhD graduates’ motivations and career trajectories inside and beyond academia. Arts and Humanities in Higher Education, 19(3), 304–324. https://doi.org/10.1177/1474022219834448
   Web of Science ®Google Scholar
• Inouye, K. (2020). Becoming a scholar: Feedback, writing, and the doctoral research proposal [unpublished doctoral dissertation]. University of Oxford.
   Google Scholar
• Kamler, B., & Thomson, P. (2004). Driven to abstraction: Doctoral supervision and writing pedagogies. Teaching in Higher Education, 9(2), 195–209. https://doi.org/10.1080/1356251042000195358
   Web of Science ®Google Scholar
• McAlpine, L., & Inouye, K. (2022). PhD graduates in non-academic roles: Harnessing communication knowledge to meet organizational goals. Studies in Graduate and Postdoctoral Education. https://doi.org/10.1108/SGPE-05-2021-0044
   Google Scholar
• McAlpine, L., Skakni, I., & Inouye, K. (2021). PhD careers beyond the traditional: Integrating individual and structural factors for a richer account. European Journal of Higher Education, 11(4), 365–385. https://doi.org/10.1080/21568235.2020.1870242
   Web of Science ®Google Scholar
• Miller, C. (1984). Genre as social action. Quarterly Journal of Speech, 70(2), 151–167. https://doi.org/10.1080/00335638409383686
   Web of Science ®Google Scholar
• Mitic, R., & Okahana, H. (2021). Don’t count them out: PhD skills development and careers in industry. Studies in Graduate and Postdoctoral Education, 12(2), 206–229. https://doi.org/10.1108/SGPE-03-2020-0019
   Web of Science ®Google Scholar
• Negretti, R., & McGrath, L. (2018). Scaffolding genre knowledge and metacognition: Insights from an L2 doctoral research writing course. Journal of Second Language Writing, 40, 12–31. https://doi.org/10.1016/j.jslw.2017.12.002
   Web of Science ®Google Scholar
• OECD. (2013). OECD Science, Technology and Industry Scoreboard 2013: Innovation for growth.
   Google Scholar
• Parry, S. (1998). Disciplinary discourse in doctoral theses. Higher Education, 36(3), 273–299. https://doi.org/10.1023/A:1003216613001
   Web of Science ®Google Scholar
• Rudd, E., & Nerad, M. (2015). Career preparation in PhD programs: Results of a national survey of early career geographers. GeoJournal, 80(2), 181–186. https://doi.org/10.1007/s10708-014-9587-1
   Google Scholar
• Schneider, B., & Andre, J. (2005). University preparation for workplace writing: An exploratory study of the perceptions of students in three disciplines. Journal of Business Communication, 42(2), 195–218. https://doi.org/10.1177/0021943605274749
   Google Scholar
• Swales, J. (2004). Research genres: Exploration and application. Cambridge University Press.
   Google Scholar
• Tardy, C., Sommer-Farias, B., & Gevers, J. (2020). Teaching and researching genre knowledge: Toward an enhanced theoretical framework. Written Communication, 37(3), 287–321. https://doi.org/10.1177/0741088320916554
   Web of Science ®Google Scholar
• Thune, T., Kyvik, S., Sorlin, S., Olsen, T., Vabo, A., & Tomte, C. (2012). PhD education in a knowledge society: An evaluation of PhD education in Norway. Nordic Institute for Studies in Innovation, Research and Education.
   Google Scholar
• Vitae. (2016). What research staff do next. https://www.vitae.ac.uk/impact-and-evaluation/what-do-researchers-do/WDRSDN/what-do-research-staff-do-next
   Google Scholar